Students' & Facilitators' perspective regarding introduction of Active Learning Strategies (ALSs) to enhance learning process of first year medical students: A Quantitative & Qualitative Survey

Objectives: This study was conducted to determine Students' & Facilitators' perspective regarding introduction of active learning strategies (ALSs) to enhance learning process of first year medical students. Methodology: This cross sectional study was conducted on first year medical students & their facilitators at Shifa College of Medicine (SCM), Islamabad during a three week period. Besides conducting small group discussions as main learning strategy throughout the module, we introduced outcome based ALSs "role plays, oral and poster presentations" in a session at the end of one of our module of 1st year class of MBBS students. Students' (n=102) were randomly divided into 4 large groups (n=2526) and were assigned group themes. Each group was further subdivided into 3 small groups (n=8-9) for group activity. Students' and facilitators' feedback questionnaires were designed, responses were recorded on 5 point Likert scale and descriptive statistics were applied. Results: Both students and facilitators agreed that exposure of these experiential vehicles could enhance their learning process by helping them to recognize gaps in learning, promoting critical thinking and intellectual agility, improving communication/interpersonal skills, promoting integrated learning across various disciplines and developing habit of collaboration. Conclusion: ALSs could enhance learning process of medical students. These sessions are strongly recommended for future modules.